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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
Leadership Inventory Revised 08/22/2017 4
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
Leadership Inventory Revised 08/22/2017 9
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 VIA The servant leadership theory has one main focus and that is that service must happen before
“Servant Leadership” theory of leadership leadership (“service above self”). It consists of 10 characteristics: listening, empathy, healing,
by Greenleaf awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people,
and building community. Listening is more than just allowing others to speak, but really taking in what
they are saying as well as noticing what is not being said and being more in touch with your own true
voice. I find that this is very similar to my value of social intelligence, as that also encompasses more
than listening only to words, but to body language as well. Empathy is being accepting of all and
understanding each individuals differences. Healing is the acknowledgment of how important
relationships are and the act of creating “whole” relationships with the people they come in contact
with. Awareness is always being knowledgeable as well as disturbed. A servant leader knows what is
going on in their community and around the world and desires to make a change. Persuasion is
convincing rather than coercing. It focuses more on being able to persuade than using your power.
Conceptualization involves much broader thinking, far beyond day to day realities. Foresight deals with
not only the future, but the past and the present as well. Servant leaders must learn from the past, be
aware of the present, and be able to see the most likely outcome of a situation in the future.
Stewardship is essentially working together toward a common goal, in this case serving, and it
emphasizes openness over control. Commitment to the growth of people deals with a servant leaders
natural desire to help each and every individual grow to their fullest potential. Building community deals
with communities within communities. Servant leaders must show the way through a very specific
community for the larger community as a whole to benefit. (See evidence #27 Servant Leadership)
28. Student will describe personal application
of the above theory (Greenleaf)
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
Leadership Inventory Revised 08/22/2017 10
35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 VIA Grace’s 4 V’s model focuses on four main points: values, vision, voice, and virtue. This model allows
the “4 V’s” theory of leadership by Grace you to identify your core values, which for me are kindness, honesty, fairness, love, and social
(Center for Ethical Leadership) intelligence. Through these values, you can develop a clear vision and voice. Vision would be what you
want to see changed in the community or world around you, and your voice will allow you to create that
change. Voice is your platform where you can express your vision through your values. Virtue is the
standard to which you hold yourself while using your voice to make your vision a reality, and this is also
shaped by your values. The 4 V’s are clearly very dependent on one another, as all are shaped by your
values and all involve at least one other V, which causes you to use all the V’s in the end. (See
evidence #37 4 V’s)
38. Student will describe personal application
of the above theory (Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Gallup strenghts Relational leadership consists of knowing, being, and doing, and applying these three things within the
“Relational Leadership” model by five other aspects of the model: inclusive, empowering, purposeful, ethical, and process-oriented. All of
Komives, McMahon & Lucas these things work together to ensure that group members are seen as constituents, participants, and
co-creators rather than focusing on one main leader. “The Relational Leadership Model does not seek
to describe the way leadership is currently practiced in all groups or organizations, but is an
aspirational model that we propose in developing and supporting a healthy, ethical, effective group.”
Knowing deals with yourself; you must know. You must know how others view things differently than
you do, and in turn you must know how you yourself view things. You also must understand how
change occurs. Being deals with how you are; you must be. “You must be ethical, principled, open,
caring, and inclusive.” Doing deals with how you perform; you must act. You must act consistently and
congruently on your own beliefs as a member of your society. “Being inclusive means understanding,
valuing, and actively engaging diversity in views, approaches, styles, and aspects of individuality, such
as sex or culture, that add multiple perspectives to a group’s activity.” Inclusivity allows people to feel
comfortable, and this comfortability creates a much more effective group dynamic. Empowerment has
two dimensions. The first involving the sense of self that shows motivation through claiming a place in
the process and expecting to be involved. The second involving environmental conditions that help get
everyone involved by reducing barriers that may prevent others from fully participating. Purposeful
means having a commitment to a goal or activity, as well as the ability to collaborate and to find a
common ground with others to facilitate positive change. Ethical means being driven by values and
standards that leadership is good in nature. It involves acting with integrity and authenticity. Process
refers to how the group is a group, remains a group, and reaches the group’s goal. (See evidence #41
Relational Leadership)
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat Active listening involves being engaged in those you are speaking with and listening to. You should
active listening techniques refrain from sitting back in your chair, as that appears as if you are not listening. Instead, sit forward
and lean into them. Nodding and saying things such as, “yeah,” “I understand,” “that makes sense,” or
things of the like is another way to show you are engaged in the conversation. You should keep eye
contact and try to not look around at things that may be distracting around you, as acknowledging
those things would mean you are not fully acknowledging the person to whom you are speaking with.
Be sure to not interrupt, other than to interject encouragement and words of understanding, and be
sure to only do so during pauses. Combining all of these aspects results in a conversation where the
person talking to you feels understood, listened to, and appreciated. (See evidence #109 retreat
packet)
110. Student will describe examples of using HDF 190 FLITE retreat, Servant Leadership At the FLITE retreat, we learned how to actively listen. After this lesson, I made sure to always be
active listening skills speeches leaning in to the table when other members of my small group were speaking. I also made sure to have
and maintain eye contact with the individual who was speaking and to nod when I agreed to show that I
was truly listening. Another time that I used this skill was when we had to give our Servant Leadership
speeches. I know for myself, it is very difficult to get up in front of a group and speak, especially when
most of the class is disengaged. For this exact reason, I made it a point to actively listen to my
classmates so that they would hopefully feel more comfortable and confident. I sat forward and up,
eager to listen to all they had to say. I made sure to keep eye contact whenever someone looked over
at me, and to smile so that they knew they were doing a good job and that I was supporting them. (See
evidence #110 retreat packet)
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D